最新3b快乐英语教案
Unit 1 A homeless snail
教学目标：
1. 能听懂、会读、会说单词homeless, sail, look for, rock, hill, bear, lose, be careful
2. 能听懂、会读、会说句子Where are you going? Why are you crying? How can I get it?
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
1. 能听懂、会读、会说单词homeless, sail, look for, rock, hill, bear, lose, be careful
2. 能听懂、会读、会说句子Where are you going? Why are you crying? How can I get it?
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
A. Warm up.
B. 课文阅读
1.整体感知，了解大意；
Listen and point to the correct pictures.
通过整体感知课文内容能够帮助学生快速了解学习内容的大体意思
2.初读课文，回答问题；
Read the text by yourselves and answer questions.
A.蜗牛分别遇到哪些小动物？
B.蜗牛的房子在哪里？
让学生自读课文，初步了解课文内容思考并回答2个基础问题，能进一步帮助学生对所学内容加深记忆并为下一步合作学习打好基础。
3.合作阅读，找出知识点。
A．Read in groups and find the useful expressions.
B．Ask more questions in groups.
4.诵读课文，积累语言。
(1)T: Now let’s listen again, then repeat.
(2)Read in groups then get ready for group show.
C．书后练习
1. Look and judge.
2. Read and judge.
1) The snail loses her house.
2) The “house” is near the water.
3) The“house”is on the rock.
4) The tiger is near the “house”. D．Consolidation.
Unit 2 A lantern for others
教学目标：
1. 能听懂、会读、会说单词lantern, others, dark, slow, hill, because, blind, carry, kind.
2. 能听懂、会读、会说句子why do you carry a lantern? Who can help me?
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
1.能听懂、会读、会说单词lantern, others, dark, slow, hill, because, blind,carry, kind.
2. 能听懂、会读、会说句子why do you carry a lantern? Who can help me?
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
Step1: Greeting.
Step2: Free talk.
Step3: Presentation.
1.T:Thanks for doing this. We can help each other.
揭题:Unit2 A lantern for others (板书)
(带领学生学习lantern 和others 这两个单词,要求能认,会读)
2. T: First, let’ s enjoy the story about the pigeon and the ant.(观看视频动画)
3. T: Do you like the story?
Ss:…
T: Read the story by yourselves , try to think and find the Chinese meaning. (学
生结合书后生词表,朗读并理解课文大概意思)
4.Look at the picture and answer the questions.
(1) Is it dark(黑暗)? (2) Who has the lantern?
Learn the new words: dark lantern
5.Read the text and find out the new words
.T: You did a good job. How do you know the word :slow
S1: …S2: …
T 总结:Reading tips
阅读中,遇到生词,我们可以:1. 查生词表。
2. 读课文图片,猜词义。
3. 询问老师。……
4. Learn the new words: others,wait for,slow,because,blind,carry,kind.
Underline the new words.
5.Try to read them using your own ways.
6.The blind can’ t see the road. Why is he walking with a lantern?
Let ’ s talk about.
Read :I carry this lantern to help others in the dark.
After listening that, what do the man do? The man: Let me carry your lantern. Be careful. We ’ l l go together.
Step4: Consolidation
1. Read the story after the tape, one sentence by one sentence.
2. Read and judge.
a.It is in the moring so the man can’ t see the road.
b.The blind has a lantern in his hand.
c.The man with a lantern is blin
d.
d.The man carries a lantern for others.
d.What do you learn from the story
3. Act the story.
4.What do you learn from the story
Step5: Consolidation.
Unit 3 Hanging a bell on a cat
教学目标：
1. 能听懂、会读、会说单词hang, bell, deal with, way, path, smell, neck, move,
2. 能听懂、会读、会说句子How can we deal with the cat? Let’s having a meeting .
Who can hang the bell on the cat? Not me.
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
1. 能听懂、会读、会说单词hang, bell, deal with, way, path, smell, neck, move,
2. 能听懂、会读、会说句子How can we deal with the cat? Let’s ha ving a meeting .
Who can hang the bell on the cat? Not me.
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
A. Warm up.
B. 课文阅读
1.整体感知，了解大意；
Listen and point to the correct pictures.
通过整体感知课文内容能够帮助学生快速了解学习内容的大体意思
2.初读课文，回答问题；
Read the text by yourselves and answer questions.
A.老鼠们想到了几个办法对付猫的？
B.对付猫的最好办法是什么？最后老鼠成功了吗？
让学生自读课文，初步了解课文内容思考并回答2个基础问题，能进一步帮助学生对所学内容加深记忆并为下一步合作学习打好基础。
3.合作阅读，找出知识点。
A．Read in groups and find the useful expressions.
B．Ask more questions in groups.
4.诵读课文，积累语言。
(1)T: Now let’s listen again, then repeat.
(2)Read in groups then get ready for group show.
C．书后练习
D. Exercises.
Unit 4 The donkey with the lion’s fur
教学目标：
1. 能听懂、会读、会说单词donkey, lion, fur, everybody, scared, fool, shame, like
2. 能听懂、会读、会说句子You look worse than usual. What a shame!
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
1. 能听懂、会读、会说单词donkey, lion, fur, everybody, scared, fool, shame, like
2. 能听懂、会读、会说句子You look worse than usual. What a shame!
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
A. Warm up.
B. 课文阅读
1.整体感知，了解大意；
Listen and point to the correct pictures.
通过整体感知课文内容能够帮助学生快速了解学习内容的大体意思
2.初读课文，回答问题；
Read the text by yourselves and answer questions.
C.课文中的狮子是真的狮子吗？
D.哪个小动物识破了这个狮子不是真正的狮子？
让学生自读课文，初步了解课文内容思考并回答2个基础问题，能进一步帮助学生对所学内容加深记忆并为下一步合作学习打好基础。
3.合作阅读，找出知识点。
A．Read in groups and find the useful expressions.
B．Ask more questions in groups.
4.诵读课文，积累语言。
(1)T: Now let’s listen again, then repeat.
(2)Read in groups then get ready for group show.
C．书后练习
Unit 5 The fox and the goat
教学目标：
1. 能听懂、会读、会说单词goat, get into, well, get out, of course, climb, back, silly,pull up
2. 能听懂、会读、会说句子How can I get into this well?Let me go up climbing on your back.How can I pull you up?
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
1. 能听懂、会读、会说单词goat, get into, well, get out, of course, climb, back, silly,pull up
2. 能听懂、会读、会说句子How can I get into this well?Let me go up climbing on your back.How can I pull you up?
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
A.Warm up.
T:(简笔画呈现fox和goat)What’s this?
Ss:...
Teach:goat
T:Today we’ll learn a story about the fox and the goat.揭示课题
B. 课文阅读
1.整体感知，了解大意；
Listen and point to the correct pictures.
通过整体感知课文内容能够帮助学生快速了解学习内容的大体意思
T：(PPT呈现图片)What’s wrong with the fox?
Ss：狐狸掉进了井里。
Teach:well,How can I get into this well?
2.初读课文，回答问题；
Read the text by yourselves and answer questions.
A.狐狸最后从井里出来了吗？
B.山羊怎么帮助狐狸的？
让学生自读课文，初步了解课文内容思考并回答2个基础问题，能进一步帮助学生对所学内容加深记忆并为下一步合作学习打好基础。
3.合作阅读，找出知识点。
A．Read in groups and find the useful expressions.
B．Ask more questions in groups.
4.诵读课文，积累语言。
(1)T: Now let’s listen again, then repeat.
(2)Read in groups then get ready for group show.
C．书后练习
读一读，圈出正确的答案。
1.The fox/lion falls down into the well.
2.The fox/goat wants to drink the water in the well.
3.The fox/goat gets out of the well.
Unit 6 The grateful mouse
教学目标：
1.能听懂、会读、会说单词angry, repay, mean, forgive, talk about, worry, safe, told
2.能听懂、会读、会说句子I’m angry. I will repay you . Please forgive me.Don’t worry.
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
1.能听懂、会读、会说单词angry, repay, mean, forgive, talk about, worry, safe, told
2.能听懂、会读、会说句子I’m angry. I will repay you . Please forgive me.Don’t worry.
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
A.Warm up.
T:(呈现狮子的图片)Who is he?
Ss:He is Mr Lion.
T:(简笔画呈现小老鼠的图片)Who is he?He is Mr Lion’s best friend.
Teach:a little mouse
揭示课题：The grateful mouse
B. 课文阅读
1.Watch and answer整体感知，了解大意；
Why is the little mouse so grateful?
通过观看视频整体感知课文内容。
S1:...
S2:...
Teach:forgive,let you go
2.初读课文，回答问题；
Read the text by yourselves and answer questions.
a.（出示狮子生气的图片）狮子为什么这么生气？
b.（出示狮子在网里的图片）谁救了狮子?
让学生自读课文，初步了解课文内容思考并回答2个基础问题，能进一步帮助学生对所学内容加深记忆并为下一步合作学习打好基础。
Teach:angry,wakes me from...
3.合作阅读，找出知识点。
A．Read in groups and find the useful expressions.
B．Ask more questions in groups.
4.诵读课文，积累语言。
(1)T: Now let’s listen again, then repeat.
(2)Read in groups then get ready for group show.
C．书后练习
1.read and order.
2. Read and circle.
1) The mouse/cat falls down on the lion’s head.
2) The mouse/lion is angry.
3) The monkey/mouse saves the lion.
Unit 7 The Greedy Lion
教学目标：
3.能听懂、会读、会说单词greedy, favourite, make a noise, wake up, deer, bigger, better, catch, tired, give up, lost, both.
4.能听懂、会读、会说句子I’m too greedy. I can’t make a noise . I’m so tired.
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
5.1. 能听懂、会读、会说单词greedy, favourite, make a noise, wake up, deer, bigger, better, catch, tired, give up, lost, both.
6.2. 能听懂、会读、会说句子I’m too greedy. I can’t make a noise . I’m so tired.
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
A. Warm up.
B. 课文阅读
1.整体感知，了解大意；
Listen and point to the correct pictures.
通过整体感知课文内容能够帮助学生快速了解学习内容的大体意思
2.初读课文，回答问题；
Read the text by yourselves and answer questions.
E.狮子先后遇到了哪些动物？
F.狮子最后吃到了午餐了吗？
让学生自读课文，初步了解课文内容思考并回答2个基础问题，能进一步帮助学生对所学内容加深记忆并为下一步合作学习打好基础。
3.合作阅读，找出知识点。
A．Read in groups and find the useful expressions.
B．Ask more questions in groups.
4.诵读课文，积累语言。
(1)T: N ow let’s listen again, then repeat.
(2)Read in groups then get ready for group show.
C．书后练习
1. Look and judge.
2. Read and judge.
1) Lion is very hungry.
2) Lion wants to eat the rabbit.
3) lion wants to eat the sheep.
4) Lion eats the deer for dinner.
D．Consolidation.
一、Read and choose.
1. is hungry.
A. The rabbit
B. The lion
C. The deer
2. The _____ is sleeping .
A. The rabbit
B. The lion
C. The deer
3. _____is lion’s favourite food.
A. sheep
B. rabbit
C. deer
4. In the end ,the lion is _______.
A. happy
B. angry
C. lost
5. What a _______day.
A. happy
B.sad
C. bad
二、图文配对。
( ) ( ) ( ) ( ) A. The lion is hungry. It wants something to eat.
B. The lion sees a rabbit ,the lion wants to eat the rabbit .
C. The lion sees a deer too, the lion thinks it’s better than the rabbit.
D.The deer runs away, the lion is tired.The lion goes back to get that rabbit.But the rabbit runs away too. The lion is so angry.
Unit 8 The mother crab and baby crab
教学目标：
1. 能听懂、会读、会说单词crab, sideways, look ahead, straight, try, watch, show, sure.
2. 能听懂、会读、会说句子Don’t walk sideways like that.You should look ahead.Why don’t you listen to me?
3. 能在老师的动作和图片的帮助下，理解课文。
教学重点：
1. 能听懂、会读、会说单词crab, sideways, look ahead, straight, try, watch, show, sure.
2. 能听懂、会读、会说句子Don’t walk sideways like that.You should look ahead.Why don’t you listen to me?
3. 能在老师的动作和图片的帮助下，理解课文。
教学难点:
能在理解课文的基础上表演课文。
教学过程：
A.Warm up.
Read and guess
It has two big arms. It has eight legs.
It has a hard body. It has two big eyes.
It can climb. What is it?
Teach:crab
B. 课文阅读
1.Watch and answer整体感知，了解大意；
What are they doing?螃蟹妈妈和螃蟹宝宝在干什么？
通过整体感知课文内容能够帮助学生快速了解学习内容的大体意思
Teach:walk
2.初读课文，判断正误；
Read the text by yourselves and try to judge.
a.
b.The baby crab walks sideways.
b.The mother crab walks straight.
让学生自读课文，初步了解课文内容思考并回答2个基础问题，能进一步帮助学生对所学内容加深记忆并为下一步合作学习打好基础。
3.合作阅读，找出知识点。
A．Read in groups and find the useful expressions.
B．Ask more questions in groups.
T:How does the crabs walk?
Ss:...
4.诵读课文，积累语言。
(1)T: Now let’s listen again, then repeat.
(2)Read in groups then get ready for group show.
C．书后练习
快乐英语 一年级上全册教案
【课题名称】LESSON 1 【教材分析】处于本书的第一课，主要训练学生 【教学目标】知识目标:能听懂会说 Hello，I’m …的礼貌用语。听懂会说单词bag,book. 能力目标:能在恰当的语言环境中使用hello, I’m … 情感态度价值观:培养学生乐观，友好待人，尊敬老师的礼貌态度。 【教学重点】学会使用hello打招呼，和用I’m …进行自我介绍。 【教学难点】I’m的准确发音。 【教学方式】竞赛，游戏，示范，TPR等。 【教学准备】教学挂图，磁带，动画人物头饰等。 【教学过程】 导入与操练 对话部分： 1.I’m … 师：Do you know me?你们认识我吗？I’m Zhang Hui.板书“I’m Zhang Hui.（张慧）” I’m your English teacher. I want to know you.(我想认识你们)谁想让我知道呢？ 请学生试说“I’m …” 【设计思路】汉拼 Zhang Hui和汉字张慧的对比使学生大概能猜出Zhang Hui是个名字，加之他们模仿欲望很强，所以应该很容易说出I’m … 语音强调与操练： 1）教师示范标准发音【aim】 2）教师说三种发音，让学生判断对错【ｅm】【?m】【aim】考考哪个学生的小耳朵听的最准。 3）教师指单排学生逐个读【aim】的音，看看哪个学生的小嘴最巧，找出几个发音准的孩子到前面示范并加以表扬（注意鼓励孩子的积极性，层面要扩展开。） 【设计思路】一年级的孩子一定要打好语音基础，让他们养成标准发音的习惯，训练孩子们辨别正确发音和错误发音的能力。 2.hello 在最后几个学生介绍自己的名字后，教师可微笑并摆动一只手和他们说：“Hello!…”稍后提问：“谁知道Hello！是什么意思呢？” 学生回答，教师纠正或确定答案。（你好） 师：那么你愿意和谁说“Hello!”呢？ 学生选择自己喜欢的伙伴互相用“hello”打招呼。 (可以先让几个英语好，自信心强的学生做示范，接着给一半学生2-3分钟时间去和另一半小朋友说hello! 有看看谁交到的小朋友多，谁最受欢迎。时间允许可交换角色。结束后做小结，提倡同学之间要友好热情相处。) 【设计思路】不是生硬地按照老师的要求去说生硬的句子，而是创造真实的语言环境，调动学生说话的情趣，让学生在情景中体会语言的运用，印象会更难忘而不枯燥。让学生活动起来去找自己的朋友，可以让他们觉得活动更有趣，而老师要评比谁交到的朋友多，会给他们一个动力更积极地运用语言，同时体验情感教育。 3.Miss Lin
小学英语教案
小学英语《Module2Unit1She learnt English》教案 读课教学设计 英语听说教学在英语教学中占有举足轻重的位置，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。故设计好一堂听说课是考生在面试中取得成功的第一步。本文以外研版小学五年级下册Module2Unit1She learnt English.听说课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点，旨在发挥学生的实际语言运用能力。
以上为课本截图 Teaching aims: Knowledge aims: Students can master the rules of changing original verbs into past tense,for example,learn-learnt,study-studied and so on. Ability aims:
Students’ability of listening will be improved and they can make a new conversation by using simple past tense. Emotional aims: Students will be interested in learning English grammar and they will have the courage to challenge the new things. Teaching key points and difficult points: Key points: Students can master the rules of changing original verbs into past tense. Difficult points: Students will use simple past tense to describe an unforgettable experience that happened in the past. Teaching procedures: Step1Lead-in Greet students and sing a song Yesterday once more. Ask students the topic of this song then lead in the new class naturally. (Justification:the song’s topic relates to the past and it is a very classic English song,so students will be drowned in the music even try to study this song.) Step2Pre-listening
一年级快乐英语下册教案全英
Unit 1 Toys Teaching aims: 1. Acquire the new words about toys and the new sentences: I have a new car. 2. The students are required to be able to speak and use these new words freely in daily life. The teacher should as much as he/she can encourage the students to speak English in daily life. 3. The teacher should create a condition where the students can enjoy themselves much while they are learning English. In other words, learning English should be a fun, not a boring job. Teaching main : 1. The new words about toys and the new sentences: I have a new car. 2. The chant and the song. Teaching difficult: It’s difficult for students to master these sentences well and pronounce them correctly. Teaching aids: A recorder, tapes, cards and some toys Lesson 1 Teaching aim: I have a toy car. Key-point: A toy car Teaching methods: 1 Do pair work. 2 Have a match Teaching aids: A tape recorder some toys Teaching process:
小学英语教案
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最新小学英语教案3篇 Pandas love bamboo》是在学生已经学习了动物的一般习性之后,所设置的一部分巩固操练的内容.课文从听、说方面进一步加深学生对前一单元的理解,并进行升华,使学生能够结合本模块的核心句型、结合情景内容替换其中部分信息.下面是小编为大家收集的,希望你能喜欢. 小学英语教案一 教材分析: 教材分析本单元是对英语中一般现在时句型的扩展和练习,学生可以运用所学语言讨论动物习性这一真实语言情景,将语言变得生活化、情境化,从而掌握一般现在时的各种句式.本课没有偏词难句,主要的语言功能就是让学生会用简单的句式介绍和描述动物的习性. 学情分析: 小学生都具有好奇、好玩、好动、好表现、好表扬等心理特点,同时对新奇的事物非常感兴趣.同时,六年级学生也具备了一定的合作能力和参与意识,在一定的情境中,学生能够积极的参与、大胆表达、勇于合作,展现出良好的学习氛围. 教学目标: 《小学英语课程标准》强调指出: 英语教学要重视对学生实际语言运用能力的培养,重视学生的学习方式和任务型的教学途径,发展学生的综合语言运用能力. 根据以上要求及对学生实际情况的分析,我制定了如下教学目标. (一)知识与技能:引导学生运用一般现在时的句子介绍动物习性. (二)过程与方法:学生通过小组合作,组内讨论,组间交流,培养学生自主学习和运用语言的能力. (三)情感态度与价值观:通过了解动物与人类的和谐关系,激发学生热爱动物的情感和自觉保护动物的意识. 教学策略: (一)教学方式与学习方式 [教学方式: 任务型教学方式学习方式:自主探究、合作交流] 本课的设计中,我运用了任务型教学方式,要求学生通过表达、询问、解释、沟通、交涉、协商等多种语言活动形式来完成任务,同时注重英语中听、说、读、写各项基本技能的训练;英语课程标准强调重视学生实际语言运用
《快乐英语》第三册教案
第一课 【教材分析】本节课是围绕着“向别人介绍身边的人、事物”和“对别人表示欢迎”的语言项目展开话题的，利用“ This is our …”和“ Welcome ”进行交流。并在此基础上复习和巩固“问候他人”语言项目，例： Nice to see you. Nice to see you, too. 三个单词 teacher 、 student 和 classroom 都贴近生活实际，很容易理解他们的概念，但由于单词比较长，所以要通过各种方式让学生熟读。 Teaching aims: Knowledge aims: 1.To enable the students to listen ， read and speak three new words : teacher student classroom 2. To train the students to use the two patterns “ This is our … . Welcome. ” in real life. Ability aims: 1. To develop the students ’ abilities of speaking and listening. 2. To train the students ’ ability of working in groups. 3. To be able to introduce people to others more freely 4.To train students to use English in real life. Emotion aims: 1. Education students to be a child hospitality . 2. To develop the students ’ interest in English. Important points and difficult points: 1. Make sure students can use the pattern “ This is our …
沪教版牛津英语3A三年级上册全册教案
沪教版牛津英语3A三年级上册教案 教学计划
教学进度表 对教材的分析与理解 教材内容： Book 3A contains core language learning material, using a wide variety of text-types and activities to introduce language; poems; stories, cartoons, dialogues and practical tasks all engage the student at his/her personal level. This language preparation provides students with the means to carry out successfully the subsequent learning tasks, which are fully describe in the book.
教材目标： The “building block’’approach is based the fact that learning and the capacity to learn are developmental; that is, that students learn by building on known language, concepts and activities, to develop and expand progressively . The development of the thematic through related moudules ensures the deve lopment of language by constantly revisiting and recycling,thus building from a strong base within levels. In the knowledge that language and content develop and are revisited progressively throughout the package, vocabulary and stucutrues are introduced and practiced through tasks at a controlled pace steady enough to involve students’interest whilst ensuring constant consolidation . At lower levels, care has been taken to ensure that pupils are learning within familiar ,comfortable contexts so that the language is appropriate to their needs and interests. At higher levels, students’ knowledge of the world is taken into account as well. Student involvement is encouraged throughout Oxford English by tasks and activities that focus on interaction; teacher to student(s), in groups and in pairs. This collaboration ensures communication and the purposeful use of English . 总体设想： Workbook3A provides further post-task activities and exercises that reinforce the language learned through the students’ book and the associated tasks. They include activities that require the student to include a personal element in the form of posters, survey forms and personal information . Handwriting practice sheets are provided at the end of the book. Thus the workbook becomes a record of the student’s individual learning progress. The Workbook is primarily intended for use in the classroom, but may be used for homework as well. Overprinted Answer keys are available. Grammar Practice Book 3A :while further consolidating language and vocabulary learned in the Student’s Book, Grammar practice Book 3A revisits structures in appealing and humorous contexts, making this basic introduction to grammar stimulating for students. Overprinted answer keys are provided . Module 1 Getting to know you Teaching Aims: 1.Learn new sentence structures.. e.g. Hello,I’m… Good morning. Goodbye How are you? Fine,thank you. What’s your name? I’m… Come in, please. Thank you. 2. Review the letters 3.Learn grammer e.g. I’m… You’re…